What does all of this mean for teaching and learning?
In terms of a technology, QR codes present a different way to access information. Previously, if students wanted to link to a web address that was given to them, they would have to type out the entire URL on their web browser. Often times, this cause issues because of a mis-type, excessively long URLs or a lack of knowledge about the various components of a web address. Now, QR codes offer a simple way to lead you to a web address, without the previous frustrations. It offers students a different approach to finding the information they are looking for.
Because QR codes are accessed mostly through handheld devices, "the codes support experiential learning, bringing scholarship out of the classroom and into physical experience. [They] move students outside the bounds of the campus and into city centers, historic neighborhoods, and manufacturing districts, where learning becomes a matter of exploration" (Educause, 2009, p.2). This type of exploration is engaging and unique to students who previously learned simply by sitting at a static computer station. They can take responsibility for their own learning and QR codes certainly allow for inquiry learning to take place. The philosophies of John Dewey, although generated in the early 1900's, are surely represented in this type of learning. Dewey's motto was "learning by doing". Dewey also felt that "children soak up knowledge and retain it for use when they are spontaneously induced to look into matters of compelling interest to themselves. They progress fastest in learning, not through being mechanically drilled in prefabricated material, but by doing work, experimenting with things, changing them in purposive ways" (Warde, 1960, para. 41). Students have the opportunities to learn by doing with a tool such as QR codes.
This type of exploration is a great way to get students to evaluate their tools and skills. We want students to "know just how to use technology but also when and why" (Ohler, 2010, p. 19). We must teach them why QR codes are useful to them, how to connect them to their learning, how to create their own codes and how to share those codes with others. It is about preparing students for the future in technology and give them confidence with the tools that they will continue to use in the future.
Wordle created by P. Wenger (2011)
Teachers, also, will see a transition specifically in the way they teach. The role of the teacher is continuously changing. According to Ohler (2010), "the role of the teacher is shifting from bring the primary source of information to being the team facilitator of a group of student researchers" (p. 155). In order to be effective in their new role, teachers must gain the knowledge and insight into how to best use Qr codes in their classrooms, teacher-librarians in libraries, etc. Davis (2009), refers to these teachers as "teacherpreneurs - someone who organizes a classroom venture for learning and assumes the risk for it" (p. 8). By teaching about new technologies, we are making the learning personal and practical.
Davis is also a strong promoter of collaboration and teacher empowerment. This quote describes the need for support and teamwork.
"Teacher-librarians, tech directors, and other specialists in the school are essential partners for teachers who are willing to change. Administrators should encourage this AND hold teachers and those who support them accountable, or teacherpreneurship will just be another failed initiative. Teachers cannot shoulder this alone" (Davis, 2009, p. 9)
What does all of this mean for teaching and learning?
In terms of a technology, QR codes present a different way to access information. Previously, if students wanted to link to a web address that was given to them, they would have to type out the entire URL on their web browser. Often times, this cause issues because of a mis-type, excessively long URLs or a lack of knowledge about the various components of a web address. Now, QR codes offer a simple way to lead you to a web address, without the previous frustrations. It offers students a different approach to finding the information they are looking for.
Because QR codes are accessed mostly through handheld devices, "the codes support experiential learning, bringing scholarship out of the classroom and into physical experience. [They] move students outside the bounds of the campus and into city centers, historic neighborhoods, and manufacturing districts, where learning becomes a matter of exploration" (Educause, 2009, p.2). This type of exploration is engaging and unique to students who previously learned simply by sitting at a static computer station. They can take responsibility for their own learning and QR codes certainly allow for inquiry learning to take place. The philosophies of
John Dewey, although generated in the early 1900's, are surely represented in this type of learning. Dewey's motto was "learning by doing". Dewey also felt that "children soak up knowledge and retain it for use when they are spontaneously induced to look into matters of compelling interest to themselves. They progress fastest in learning, not through being mechanically drilled in prefabricated material, but by doing work, experimenting with things, changing them in purposive ways" (Warde, 1960, para. 41). Students have the opportunities to learn by doing with a tool such as QR codes.
This type of exploration is a great way to get students to evaluate their tools and skills. We want students to "know just how to use technology but also when and why" (Ohler, 2010, p. 19). We must teach them why QR codes are useful to them, how to connect them to their learning, how to create their own codes and how to share those codes with others. It is about preparing students for the future in technology and give them confidence with the tools that they will continue to use in the future.
Teachers, also, will see a transition specifically in the way they teach. The role of the teacher is continuously changing. According to Ohler (2010), "the role of the teacher is shifting from bring the primary source of information to being the team facilitator of a group of student researchers" (p. 155). In order to be effective in their new role, teachers must gain the knowledge and insight into how to best use Qr codes in their classrooms, teacher-librarians in libraries, etc. Davis (2009), refers to these teachers as "teacherpreneurs - someone who organizes a classroom venture for learning and assumes the risk for it" (p. 8). By teaching about new technologies, we are making the learning personal and practical.
Davis is also a strong promoter of collaboration and teacher empowerment. This quote describes the need for support and teamwork.
who are willing to change. Administrators should encourage this AND hold teachers and those who
support them accountable, or teacherpreneurship will just be another failed initiative. Teachers cannot
shoulder this alone" (Davis, 2009, p. 9)